designing an online serious game to prevent school violence in korea

8/18/2019 Designing an Online Serious Game to Prevent School Violence in Korea

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Asia-Pacific Collaborative education Journal

Vol. 8,

No.2

2012, pp. 17-27

esigning

an

Online Serious

Game

to

Prevent

School Violence in Korea

Yong-Chil Yang Jong-Hyun Park Dae Yeoul Lee

Soon-Hyung Kwon Joo-Eun Shim

Abstract

The purpose

o

this study

is to

suggest specific

ways o designing educational programs for school

violence prevention by applying a serious online

game

in

Korea.

To do

this first the authors

analyzed literature programs and cases related to

school violence. Second we derived design

principles for serious games from the analysis

o

current game contents. Finally we wrote a design

process to develop the game. A serious game for

school violence prevention was specifically designed

based on these design principles and processes. It

was applied by registering school violence cases

processing the cases drawing solution plans and

finishing the

game.

The

game is intended for a game

user to be self-taught and self-cured by participating

in the solution process o school violence cases.

Keywords: school violence online serious game

game design

17

Introduction

As the types and characters of school violence

have become more and more aggressive and diverse,

the number of students suffering from school

violence has been seriously increasing in Korea Ro

et al., 2006, Park et al., 2007).

To

prevent school

violence, government-related organizations have

been offered various measures and policies.

However, they seem to be ineffective to reduce it.

One possible solution to reduce school violence is to

provide educational programs which are appropriate

to educational needs, socioeconomic conditions, and

information technology change for students. School

violence could be gradually and progressively

reduced by providing effective serious games for

school settings with a long-term perspective.

There have been many attempts to reduce

school violence by applying serious games to

educational programs. A serious game is a game

designed to accomplish specific goals implicitly by

using fun and game characters at the same time Han,

201 0 . The game is known

as

a way that can be used

effectively in the area of education, psychotherapy,

advertisement and more. In particular, it could be

provided as realistic multimedia contents for

psychotherapy for the assailant, or the victim


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Designing an Online Serious Game to Prevent School Violence in Korea

accessible to all students. Second, these programs

are not likely to be natural and enjoyable or fun to

students. Third, they are not matched with the

students cognitive ability to understand and judge

solution to school violence problem. Fourth, the

programs

do

not seem to be developed for students

to participate more actively. Fifth and last, they are

not likely to give continuous provision to students.

Based upon the results

o

analyzing current school

violence prevention and treatment programs, they

should be enjoyable, fun and easy for every student

to access. Also, they should be organized

to

match

with students cognitive ability and to be provided to

students repeatedly.

nalysis o Serious Games

To derive strategies for a serious game to be

used for the prevention and treatment

o

school

violence, we examined existing serious games in the

public school setting. The number

o

the examined

serious games were six: Food Force (UN WFP,

2005), Earthquake in Zipland (Zipland Interactive,

2004a), Personal Investigator (Zipland Interactive,

2004b

,

Hanza Maru (Naucom, 2008), Clammy

Clammy, Brain Class (Nintendo, 2007), and

Mabubchunjamun (Nintendo, 2006). There are three

foreign games (Food Force, Personal Investigator

and Earthquake in

Zipland), and three domestic games (Hanza

Maru, Clammy Clammy, Brain Class and

Mabumchunjamun), respectively. Their main

purposes are one for the general public (Food Force),

two for treatment (Personal Investigator and

Earthquake in Zipland), and three for education

(Hanza Maru, Clammy Clammy Brain Class and

Mabumchunjamun).

Suggestions drawn from the analysis

o

those

six serious games are

as

follows: First, a serious

19

game needs

to

provide a space for users

to

write

their journals. Second, the game design should

include both learning and fun in the content. Third, it

could have reward systems to keep users playing the

game. Fourth, it should tell a story

as

in a real case

related to school violence. Fifth, it should help users

play the game persistently through various and

appropriate levels o their ability. Sixth and last, it

could be more effective by getting useful

information which

is

needed to complete the game,

and

to

stimulate a competitive mind by helping the

user perform the game with other users rather than

alone.

Research methods

To

do

this research, the following steps and

procedures are applied. The first step

is

to analyze

the cases

o

serious games

to

derive appropriate

design principles for the research. The second step

is

to derive a design process for the serious game to be

applied. The third step

is to

study literature and cases

related to school violence in order to acquire

contents connected to psychotherapy and education.

The fourth step is

to collect the cases

o

school

violence and apply available ones

to

the design. The

final step

is

to design the online serious game

program to reduce school violence. The flow o

research steps

is

outlined below in Figure

1.

esign ways

of online serious games

The online serious game to be designed through

this study aims to become an effective

psychotherapy tool for assailants and victims who

were suffering from school violence, to get

knowledge and information about school violence,


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Asi a

Pacific C

ollaborati

ve educati

on Journa

l

1

A

nalyzin

g seriou

s games

A

nalyze th

e model

cases

o serious g

ames an

d derive

design pr

inciples

from

it

L

2

De

veloping

a design

proce d

ure of th

e online

serious g

ame.

De

velop the

proce du

re and st

ep for

th

e design

o

the se

rious g

ame

in

onli

ne.

L

3

A

nalyzing

litera tu

re and c

ases o f s

chool vio

lence ps

ychothe

rapy p ro

gram s

Anal

yze the c

ontent

o school

violence

psych oth

erapy p r

ograms

through t

heir liter

ature and

case

inv

estigatio

n.

L

4 Ana ly

zing cas

es

o

sch

ool viole

nce

Collect and analyze the cases

o

school violence, then select cases available in the design

o

the

ser

ious g

ame

L

5 Design

ing the o

nline se

rious gam

e

De

sign the

serious

game

o

s

chool vio

lence ps

ychother

apy acco

rding

to

the desig

n princip

les and

proc

edures o

nline.

igure

1

Research

proce du

res and

steps

an d

to fin d

solutions

to red u

ce schoo

l violen

ce. This

game is differentiated from othe r games i n severa l

ways.

First, it

provid e

s a true-

false tes

t for the

user

to

acqu ire

basic

knowled

ge abou

t school

viole nc

e.

Second

, it pr

ovides

a priva

te secto

r called

the

Det ec

tive C e

nter for

the user

. Third,

it

is

de

signed

to be vi

vid and

easy to

acce ss

by p ro

viding r

eal

case

s relate

d to sch

ool viol

ence onl

ine. Fou

rth, the

use

o vario

us spac

es for ac

quiring

inform a

tion and

resourc

es for s

olving v

iolence

problem

s is expe

cted

to red uce the user s re luctance to se ek help th rough

p

ublic he

lp cente

rs such

as th e

police

station

or

c

ounselin

g cente

r. The s

pecific

ways

o design

ing

the

online

serious

ga m e

are ex

plained

in the

fo

llowing

sections.

The lo

w o he

Game

T

he user

plays th

e role

o the d

etective

, and

receiv es a ca se in th e game, whic h

is

dra matized

20

bas

ed on re

al schoo

l violen

ce. In or

der to s

olve this

case, th e user gets info rmation such as similar cases

o s

chool v

iolence

, releva

nt new

spapers

an d

br oad

casts,

counselo

r s ad

vice, li

terature,

an d

interv

iews w

ith peop

le invo

lved in

the case

. The

u

ser carr

ies out t

he missi

on to ac

quire th

e resour

ces

for p

roblem

solving.

After a

cquiring

resou rc

es from

various

spaces o

n the g

ame wo

rld, the

user der

ives

solution

s to the

schoo l

violence

by u sin

g the a

bove

res

ources.

Table 2

show s

specific

conte n

ts o th

e

game.

xpl

anation

o

the

Main

Menu

T

he mai n

menu s

o this g

ame are

The D e

tective

Offi

ce, Dete

ctive Tr

aining C

enter, St

reet, PC

Room ,

Pol

ice Offi

ce, Bro

adcastin

g Statio

n, Wee

-Center,

Library

, Newsp

aper, an

d Cafe.


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Tab

le 2 Flo

w

o

f the game

Step

Starting G ame

(See Figure 2)

Reporting C as

e

Collecti

ng Clues

(See Fi g

ure

3

Deriving Solutio

ns

(S

ee Figure 4)

Ending Gam e

esigning an

Online Serious Gam

e to Prevent Schoo

l Violence in K orea

Specif

ic ontent

• T his

step shows the en

tire cover story w

ith game start.

t

provi

des introduction a

nimation to acq u

ire the user's atten

tion.

• T h

is step presents th

e cases in the f or

m

o

f animation fo

r user to understa

nd easily.

t p

rovides realistic c

ontext of sc hool

violence and help

users recognize

the school

viole

nce.

• User

reports eac h case

of

school violen

ce in each chapte

r at the detective o

ffice.

• After repor

ting the case, Use

r walks around th

e village to collec

t clues.

• User has to

collect seven clu

es by playing th

e game in the se

ven places (Polic

e

center, Wee-cen

ter, Broadcasting

station, Newsp a

per, PC room, Li

brary, or Street),

and save coll

ected data in the d

etective's notes.

• User can acqu

ire knowledge of s

chool violence an

d have fun w ith t

he same time

y

playing game.

• After f

inishing clue coll

ecting, user mov

es to the detectiv

e office to comb

ine the

piece of

solution clues a

nd write the repor

t.

• After

completing combi

ning clues, user w

rites solutions

y questions which

help to

re ach s

olutions. The w

ritten solutions a

re registered on

the bulletin boa

rd and

shared w

ith other users a nd

experts.

• Peer us e

rs express their o

pinion about solu

tions which w er e

registered by the

users

on the bull

etin board, and in

teract with others

y clicking G o

od button or w ri

ting

their opini

on.

• This step su g

gests solutions at

the expert level:

The form of text o

r video.

• User can ha

ve opportunity t

o derive solution

to school violen

ce y himself a

nd

correct his solution through peer users' opinion and provided solutions.

• This

step makes and

provides solutions

of

the experts in

the form of anima

tion.

• T he

assistant summari

zes the case of ea

ch chapter.

• U se

r can rethink ab o

ut what he learn

ed from the gam

e and compare hi

s solution

w it h

experts' solutions

.

t

give

s rief introductio

n about the case of

next chapter.

Figure 2

Gam e sta

rt

Fig

ure 3 D

etective noteboo k

with collected cl

ues

2


6/11

A sia-P

acific Col

laborative

e d ucatio

n Jo urnal

igure 4

De

riving so

lution

igure

5 Th

e mini m

ap

o

ma

in menu

Table

3 M

ain men

u and th

eir functi

ons

o

h

e game

Main m

enu

Dete

ctive Off

ice

Det

ective Tr

aining C

enter:

OX spe

ed game

Street

PC

Room

Po

lice Offi

ce

B

roadcas

ting Stat i

on

W ee-

Center

Li

brary

Ne

wspaper

Cafe

unctio

ns

• C

lick the f

urniture

placed in

side the

office to

move to

more det

ailed scr

een.

• D

etailed m

enu: De

tective l

icense fr

ame, tro

phy, des

k, TV b

ook-shelf

, and

b

ulletin.

• Acqu

ire know

ledge ab

out schoo

l violenc

e throug

h OX sp

eed game

.

• P lac

e for list

ening to

general

public op

inion ab

out scho

ol violenc

e.

• P ro

vide a fo

rm

o

ani

mation,

video and

text.

• P r

ovide int

ernet mat

erials rel

ated to s

chool vio

lence.

• Prov

ide a pe

rsonal bl

og or wr

iting reg

istered o

n twitter

, picture

s or inter

net

new

s, and w

eb cartoo

ns relate

d

to

sch

ool viole

nce.

• The u

ser can s

earch inf

ormation

with ke

y words r

elated to

schoo l v

iolence.

• P

rovide th

e inform

ation ab

out case r

ecords r

elated to

school v

iolence.

• T

he user c

an get cl

ues throu

gh obtai

ned reso

urces abo

ut the ca

se for pr

oblem

s

olving b

ased on

exam pl

es and i

s also a

ble to se

t up the

direc ti

on for

d

rawing t

heir own

solution

.

• P rov

ide med

ia or broa

dcasting

article s

related to

schoo l v

iolence.

• P rov

ide vide

os, exper

t intervie

w image

s.

• P lac

e for pro

viding th

e school

violence

expert s

opinion.

• Prov

ide the

expert s a

nalysis

and solut

ion or th

e expert

s m essag

e relate

d

to

scho

ol violen

ce.

• Prov

ide relev

ant refer

ences on

schoo l v

iolence.

• Prov

ide defi

nition

o

school

violence

, the law

related

to scho

ol violen

ce,

pe na

lties and

regula tio

ns about

schoo l v

iolence

and infor

mation.

• P ro

vide new

spaper a

rticles re

lated to

school vi

olence c

ases whi

ch the us

er is

w

orking ou

t.

•

A pla ce

for shar

ing opin

ions and

comm un

icating

in the ga

me worl

d during

users log

-inning s

imultane

ously.

22


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The functions

o

these menus are presented in

Table 3 The mini map

o

main menu is shown in

Figure 5

Main haracters

nd

Their Roles

The detective is a character who is played by

the user in the game. Apart from the detective, there

Table 4 Main characters and explanations

Characters

Detective

(User)

Assistant

(Tutor)

Client

Police officer

Newspaper reporter

Counselor

Librarian

PC room owner

Broadcasting Producer

Pedestrian

Explanation

The user directly controls the detective and moves to each place o the

village. The user obtains resources to solve the case by playing various

games in each place, and suggests the final solution to the case based upon

clues and information.

The assistant is a character who is in charge

o

the tutor. The assistant plays

the role o guide and adviser to help the user play the game smoothly. To

explain how to play the game, the assistant gives a guide to the player in the

form

o

a tutorial.

The assistant plays the role

o

not only guiding the game but also motivating

the player and promoting interaction.

The client plays the role

o

receiving the solution after requesting the case,

delivering an animation message (narrator), and developing the solution.

The police officer is a character who the user can meet at the police office,

and provides 'the game

o

justice' and the material

o

the school violence

case which is similar to a real case.

The newspaper reporter is . a character who the user can meet at the

newspaper company. She/he provides 'find the hidden picture' game, and a

newspaper related to the case

o

school violence.

The counselor is a character who the user can meet at the Wee-center.

She/he provides 'Music tok tok' game and opinion related to the case

o

school violence as a school violence counselor.

The librarian provides 'jumbled vocabularies ' game, books or literature

related to the case o school violence.

The PC room owner provides 'struggle' game at the PC room, which allows

the user to find out information related to the cases

o

school violence case

on the internet.

The broadcasting producer provides 'brain plus' game and imagery data

related to the case

o

school violence.

The pedestrian expresses his/her opinion about the school violence through

the interview. She/he says his/her opinion or tells the story

o

his/her

experience in the case o school violence. Depending on the case, this

character changes to a suitable different character such

as

parties to the case,

friend, adult, parent, grandmother etc.

23


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Jong-Hyun ark is a doctoral student at Andong

National University in Korea. He received a master

degree in educational technology from Andong

National University.

Email: [email protected]

Dae Yeoul Lee

is

a master student at Andong

National University in Korea. He received BA in

educational technology from Andong National

University.


Soon-Hyung Kwon

is

a master student at Andong

National University in Korea. He received BA in

educational technology from Andong National

University.


Joo-Eun Shim

is

a undergraduate student in the

Dept. of Educational Technology at Andong

National University in Korea.


Received Date: August. 30 2012

Revision received Date: October. 9

2012

Accepted Date: October. 30 2012

27

designing an online serious game to prevent school violence in korea

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